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opinion quite generally prevails that only compositions of a particular character, selected from public speeches, are suitable for declamation. Reading and speaking are identical. Therefore, whatever is suitable for the one, is equally so for the other. The student who only practices in declaiming poetical and oratorical compositions, can never become properly a SPEAKER. He will be wanting in practice in other styles of composition, as narrative, descriptive, didactic, and the like, which he may be called upon to speak. Besides, the use of poetry and speeches exclusively for declamation, creates a scholastic and pompous manner of speaking, which is as exceptionable as it is ridiculous.

Preceding those lessons, which contain classical, historical, or other aliusions which the reader might not understand, NOTES are presented, giving the necessary explanations, and, in some instances, the definitions of technical terms. These notes, it is believed, constitute a valuable feature of the work, as affording the requisite instruction to enable the student to understand what he reads. It is impossible that any one should read intelligently that which is not fully comprehended; and in almost every composition of any considerable length, allusions often occur, which, without some knowledge as to the facts referred to, may render the entire passage obscure. These notes acquaint the reader as to the import of such allusions, and at the same time inform him relative to important facts, which will greatly tend to cultivate a taste for the study of history.

Besides the Explanatory Notes, DIRECTIONS with regard to the Elocution of the lessons, are sometimes presented when deemed necessary. In some few instances, also, a NOTATION is used, directing as to the proper modulation of the voice, in passages peculiarly illustrative of some rhetorical principle. The frequent use of a notation, however good it may be, is extremely pernicious, tending to form mechanical modes of reading, so universally deprecated.

The Authors are indebted to those professional teachers who have kindly proffered many valuable suggestions with reference to the work, and if it should prove acceptable to them in affording those facilities which they require in teaching one of the most pleasing and useful sciences,-the first accomplishment of an education,-the Authors will feel that they have not labored in vain, and that the favors of their friends have been reciprocated.

NEW YORK, April, 1848.

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